Exploring Multimedia Competencies Among Primary School Teachers.

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Bibliographic Details
Title:	Exploring Multimedia Competencies Among Primary School Teachers.
Authors:	Soriano, Lorna T.¹ ltsoriano@biscast.edu.ph, Arcilla, Joenhel C.¹ jcarcilla@astean.biscast.edu.ph, Geronimo, Vidalyn C.¹ vcgeronimo@astean.biscast.edu.ph, Montero, Mark Manuel M.¹ mmmontero@astean.biscast.edu.ph
Source:	International Journal of Special Education. 2026 Special Issue, Vol. 41, p1364-1373. 10p.
Subject Terms:	Teacher training, Educational technology, Teaching methods, Primary school teachers, Multimedia systems, Capacity building, Digital technology
Geographic Terms:	Philippines
Abstract:	This study examines the current state of multimedia skills among teachers at primary schools in nearby municipalities in Camarines Sur, Region V, Philippines and the challenges associated with integrating multimedia into pedagogical strategies. A descriptive research design was adopted to systematically describe the multimedia proficiency levels, challenges, and training needs of the target participants. The survey instrument was reviewed by experts in educational technology, instructional design, and assessment, and a pilot test was conducted achieving a Cronbach's Alpha of 0.75 for reliability. The majority of respondents exhibited an intermediate proficiency in multimedia, commonly employing visual aids such as images, videos, and slideshows in their instructional approaches. Although many of them were confident in their ability to use multimedia, a significant percentage recognized that they need additional training and support, particularly in content creation and editing. Key barriers identified include time constraints, limited resources, and technology accessibility, highlighting the significance of focused interventions and infrastructure support. Teachers acknowledged the significant role of multimedia in enhancing student learning, demonstrating a strong inclination toward future integration and participation in professional development workshops. The findings highlight the need for targeted interventions and infrastructure support to facilitate the effective integration of multimedia tools in educational settings. The following recommendations are made in light of these findings and conclusions: Implement tailored training programs to enhance teachers' multimedia proficiency, with focus on interactive teaching techniques; allocate funds for essential multimedia tools and technologies; and offer sufficient technical assistance to ensure a seamless integration. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study examines the current state of multimedia skills among teachers at primary schools in nearby municipalities in Camarines Sur, Region V, Philippines and the challenges associated with integrating multimedia into pedagogical strategies. A descriptive research design was adopted to systematically describe the multimedia proficiency levels, challenges, and training needs of the target participants. The survey instrument was reviewed by experts in educational technology, instructional design, and assessment, and a pilot test was conducted achieving a Cronbach's Alpha of 0.75 for reliability. The majority of respondents exhibited an intermediate proficiency in multimedia, commonly employing visual aids such as images, videos, and slideshows in their instructional approaches. Although many of them were confident in their ability to use multimedia, a significant percentage recognized that they need additional training and support, particularly in content creation and editing. Key barriers identified include time constraints, limited resources, and technology accessibility, highlighting the significance of focused interventions and infrastructure support. Teachers acknowledged the significant role of multimedia in enhancing student learning, demonstrating a strong inclination toward future integration and participation in professional development workshops. The findings highlight the need for targeted interventions and infrastructure support to facilitate the effective integration of multimedia tools in educational settings. The following recommendations are made in light of these findings and conclusions: Implement tailored training programs to enhance teachers' multimedia proficiency, with focus on interactive teaching techniques; allocate funds for essential multimedia tools and technologies; and offer sufficient technical assistance to ensure a seamless integration. [ABSTRACT FROM AUTHOR]
ISSN:	08273383